Submission ID 77798

Code P15
At the end of this workshop, participants will be able to:
Category Medical Education
Type Poster
Will the presenter be a: Resident
Title Diagnostic Performance Bias is Attenuated in A Skin Tone-Balanced Dermatology Curriculum
Background/Purpose Individuals with skin of colour (SoC) have delayed diagnoses and poorer outcomes when presenting with dermatologic conditions compared to individuals with light skin (LS). This study's objective was to determine if diagnostic performance bias can be mitigated by a skin-tone balanced medical school dermatology curriculum.
Methods A prospective randomized intervention study occurred over two weeks with first-year students. In week 1, participants accessed dermatology podcasts and were randomly allocated to receive non-analytic training (NAT) - online patient "cards:" photograph of a skin condition followed by questions and feedback - on either SoC cases or LS cases. Next, participants received combined training (NAT and analytic training in the form of workshops) and were allocated to the other card deck (SoC or LS). Students completed a formative examination after each week. Mean diagnostic performance was compared within each group, and mean skin tone difference was compared before and after combined training.
Results 92 students participated in the study. After week 1, both groups had lower diagnostic performance on SoC (p=0.0002, d=0.50 for students who trained on LS "cards" and p=0.002, d=0.48 for students who trained on SoC "cards"). There was a significant decrease in mean skin tone difference in both groups after week 2 (initial training on SoC: 5.8% (SD 12.2) pre, -1.4% (14.7) post, p=0.007; initial training on LS: 7.8% (15.4) pre, -4.0% (11.8%) post, p=0.0001).
Discussion SoC performance biases of medical students diminished after combined training. Medical educators can design enhanced learning experiences with intentional increased exposure to SoC images to mitigate biases.
Keyword 1 Medical Education
Keyword 2 Skin of Colour
Keyword 3
Abstract content most relevant to: (check all that apply) Undergraduate Medical Education
Abstract Track - First Choice Equity, Diversity and Inclusion
Authors Asma Amir Ali
Ahmed Mourad
Janeve Desy
Danya Traboulsi
Nicole Johnson
Laurie Parsons
Adrian Harvey
Sarah Weeks
Kevin McLaughlin
Jori Hardin
Mike Paget

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